The difficulty in this session was planning for the minimum amount of steps for people to be able to create a drawing at scale in such a short time frame. To cover more of the subject, I used a ‘flipped learning’ model to front load students with an information sheet before the session. (see figure 1)
When describing the first task (left hand side of figure 2) I emphasised how to use the scale ruler to produce the required drawings as I felt the second task would plug any gaps in learning potentially missed at this stage. This was a risk, but I felt on balance it would not detract from the overall message.
My role was to ensure people understood what was being asked of them and provide support to those who might be struggling with using the scale ruler. Completion times varied but the group self regulated and helped each other to finish the drawings.
A moment of reflection afterwards centred on how the drawings now represented scenarios which can be tested in real life.
Tables were set up to create two different scenarios to match the information in the drawings. The class was split into either of these and given verbal instructions on how to perform the second task. This involved an action that was to be repeated a number of times. I have drawn this as a diagram since the original instructions were delivered verbally (see figure 3)
Creativity from both groups in playing with the variables of the action; speed, number of people, trajectory, body position etc made for some rich data to reflect on.
Together we drew out the differences between scenarios and the repeated actions. Participants identified how the spatial constructs, along with their individual decisions encouraged complex and divergent happenings. Sometimes these were subtle and sometimes more profound, relating to themes of proximity, permission, and social boundaries. The analytical powers of the group homed in on some lovely nuanced moments. Conversations revealed how small differences in spatial situations have large consequences in how they are experienced.
The group was energetic and generous in their participation in contrast to the first part of the session which, when discussed during feedback, people found initially daunting, given the emphasis on numbers, a perceived association with difficult maths and a lot of new information to be assimilated. I would have liked to have spent more time at this phase introducing concepts incrementally and creating a safer more collaborative work space.
The general feeling though was that a seemingly ‘complex’ task was made accessible and that the translation of the drawing into the real world allowed participants to access new embodied information. This was the crux for me, that the results of this new skill could be felt through an experience and thus bring about an emotional response to acts of design. I did feel however, as if I may intervened too much in putting forward my own ideas as to what the task meant, rather than allow the group to co construct their own interpretations.
Astute comments.